leveraging collaboration —building strategic coalitions...

Leveraging Collaboration—Building Strategic

Coalitions Among Boards

May 2011

Table of Contents

Message from Linkages Co-Chairs ................................................................................................................ 1

Definition and Key Actions ............................................................................................................................ 2

The Continuum of Collaboration .................................................................................................................. 3

Necessary Conditions .................................................................................................................................... 4

Benefits of Collaboration/Coordination of Services ..................................................................................... 7

Collaboration Risk Management Checklist ................................................................................................... 8

Competencies for Collaborative Governance ............................................................................................... 9

Change Leadership ...................................................................................................................................... 11

Creating a Collaborative Culture ................................................................................................................. 12

Articulating Accountabilities ....................................................................................................................... 14

Recommended Components of a Memorandum of Understanding .......................................................... 17

Linkages Regional Priority Agreement of Member Boards ......................................................................... 18

Leveraging Collaboration—Building Strategic Coalitions Among Boards

Linkages Governance—May 2011 1

“Large-scale social change comes from better cross-sector coordination rather than from the isolated intervention of individual organizations. Despite the dominance of this approach, there is scant evidence that isolated initiatives are the best way to solve many social problems in today’s complex and interdependent world. No single organization is responsible for any major social problems, nor can any single organization cure it.” (Stanford Social Innovation Review, Winter, 2011)

Message from Linkages Co-Chairs This document is a direct result of the advocacy of our Linkages Committee to the Province, and has

been created using the insights and expertise of governors and senior administrators from our Region 6

member organizations. At the February 3, 2011 Linkages Governors’ Forum on Collaboration, representatives from each of our member organizations worked collectively to provide input that is

reflected in this document. It is our hope that this work will be useful and practical as we move forward

with our strategic priority to ensure children, youth and families in Region 6 have access to the right

services and supports, incorporating family voice and choice, while utilizing effectively planned,

coordinated and evaluated cross-sector partnerships when needs extend beyond the capacity of a single

system to provide.

This information will be shared with Alberta's Minister of Education with the hope that he in turn will

share it with his colleagues and actively engage them in removing policy and administrative barriers to

collaboration and in ensuring resources are provided to authorities to assist them in improving

outcomes for vulnerable children, youth and families served by cross-sector organizations.

Co-Chairs

Marilyn Bergstra, Trustee, Edmonton Catholic Schools

Louise Charach, Edmonton and Area Child and Family Services Authority

Past Co-Chair

Kim Krushell, City of Edmonton Councillor



Definition and Key Actions

Definition of Collaborative Governance Key Actions to Facilitate Collaborative Governance Noted by Linkages Forum Participants (listed in random order)

Although definitions of collaborative governance

vary in the literature, common elements include

commitment to beliefs that participating

organizations share responsibility for outcomes

achieved through the partnership where joint

visioning and goal setting are integral to the

process. Clear delineation of roles and

responsibilities, expected outcomes; e.g., data

to be gathered to gauge progress toward

specified outcomes is noted as an essential

element. Also evident in the literature is the

need to put problem-solving procedures into

place and to utilize consensus/collective

decision-making strategies and frequent focused

two-way communication designed to maintain

equal decision-making authority between

partners. Balance between partners in terms of

power and control is seen as critical to effective

partnering and efforts to build trust in

relationships between governors and other staff

engaged in the collaboration were identified as

core to success.

Create a governance structure for the

partnership or collaboration that incorporates

the principles of collaboration.

Use a results-oriented approach that includes

well-defined goals/outcomes, measures and

data to be collected as evidence of progress.

Ensure balance and equality between partners

related to decision making and problem

solving.

Ensure there is a culture where risk taking is

supported and valued as are lessons learned

from good tries.

Establish shared responsibilities,

accountabilities and agreements to specific

outcomes.

Use attentive listening and have appreciation

for multiple perspectives.

Get the right people at the table.

Be flexible and open to new ideas.

Tell the truth with candour, humility and

respect.

Share information.

Take a holistic focus on the child, youth and/or

family.

Commit to shared voice and choice.

Remove silo-based barriers to collaboration.

Focus on willingness to learn from others.

Identify lead organization and key contacts.



The Continuum of Collaboration The Continuum of Collaboration (as depicted below) begins with informal networking and

cooperative activities that provide immediate and important benefits, such as access to information,

enhanced understanding of the broader issues in a community that impact students/clients or

patients we serve. It may increase access to existing services through strategies such as sharing

resources, staffing or co-location of staff without changing the operations of participating partners

in any significant way.

As the collaboration grows, some strategic restructuring/changes may occur in order to effectively

support the collaboration. This may include taking on a joint venture such as the Provincial Protocol

Framework Regional Agreement where education and child and family services authorities agreed to

phase in creation of success in school plans for children and youth with permanent guardianship

orders in recognition of the fact that high school completion rates for these students were

significantly lower than those of the general population.

When sectors, such as education, children’s services and health establish more formal agreements to work on a targeted initiative and it involves assigning resources and changes to current practices,

this fits with the criteria needed to be called collaboration.

Integration refers to combining, creating a new organization, or changing one organization to

incorporate the other in such a way that funding, policy and mandates are created to subsume the

participating organizations into one entity.

Continuum of Collaboration



Necessary Conditions The following can be used by decision makers to rank the importance of various factors to improve

coordination of services and supports for vulnerable children, youth and families.

Factors impacting successful collaboration

Conditions * VI MI FI NI

Context Past experience with collaboration within the organization and

community

The status, credibility and decision-making authority of the leaders

within the collaborative partnership

The buy-in and support from those in governance/senior leadership

positions within partnering agencies, particularly as it relates to

allocation of resources and championing the collaborative partnership

Staff buy-in related to collaborative partnerships

Parent/family buy-in related to collaborative partnerships

Community buy-in related to collaborative partnerships

The alignment of collaborative partnerships to organizational

priorities

Culture Organizational culture that values partnerships and shared services as

representing the best interest of vulnerable children, youth and

families

Board commitment to improving coordinated services

Board belief that working collaboratively with partners is an

important and viable strategy for improving outcomes for vulnerable

children, youth and families

Senior administrative belief that working collaboratively with partners

is an important and viable strategy for improving outcomes for

vulnerable children, youth and families

Staff belief that working collaboratively with partners is an important

and viable strategy for improving outcomes for vulnerable children,

youth and families

Parent and community belief that working collaboratively with

partners is an important and viable strategy for improving outcomes

for vulnerable children, youth and families

* VI=Very Important; MI=Moderately Important; FI=Fairly Important; NI-Not Important





Purpose Specific mutually created, shared, measureable and realistic goals

and evidence-informed strategies to achieve these goals are

developed jointly

Commitment to a compelling and jointly created shared vision

Imbalance of power or influence among members is identified and

corrected so that all partners are valued equally for their

contribution to the partnership and attainment of outcomes

Clear allegiance to the unique goals and processes that are the

reason for the collaborative partnership

Milestones to celebrate successes along the way are identified and

recognized in ways meaningful to the partners

Membership Characteristics

Shared respect, trust, understanding and appreciation for each other

and their respective organizations

Incorporation of member and partner organizational strengths and

interests into the partnership in ways that take advantage of their

unique skills or expertise

Clarity related to limitations/expectations of partner members

Commitment to shared vision, goals and beliefs that the benefits of

partnership will outweigh the investment

Inclusion of members who represent the populations of the

community who will be impacted by the partnership and who have

explicit or perceived impact or control over relevant issues or assets

Ability to be flexible, compromise and incorporate diverse

perspectives as part of planning and implementation

View of conflict and diversity as beneficial to the partnership for the

richness these differences bring to the table

Structures and Processes

Involvement of different layers of the organization in decision

making, from governance/senior administration to front line

operational levels, such as the classroom

Creation of teams and the development of protocols/letters of

agreement (e.g., information sharing, decision making, conflict

resolution between participating partners) to facilitate smooth

implementation and to minimize system or organizational barriers

negatively impacting teams working collaboratively to provide

services and supports to vulnerable children, youth or families

Clear delineation and joint ownership of roles and responsibilities

and policy, guidelines or parameters for the collaborative work

mutually created by participating partners

Flexibility of processes and procedures to adapt to emergent needs

or changing conditions

Regular meetings to monitor progress and make adaptations, as

required, through changing circumstances to resolve emergent

issues






Communication Frequent, two-way communication between group members

characterized by honesty, candour, openness and caring for team

members, and respect for member organizations

Establishment of formal and informal communication strategies to

ensure information flow takes place, as needed, to support the

collaborative efforts of the collaborating partners

All partners have the information they need to make decisions and

resolve emergent issues, and all members work collaboratively to

find and create solutions, when needed

Communication within partnering organizations and the community

should include ongoing championing of the partnership, and

reporting progress and validating the work of the partnership within

partner organizations and the community in order to create support

for the collaboration and its specified outcomes

Communication strategies must reflect the diverse cultural styles of

stakeholder/staff groups within the community

Resources The collaborative partnership, including any teams formed to

support it, have the resources (e.g., fiscal, material, human) they

need to support successful implementation

Those acting in the role of coordinator or lead for established teams,

have the knowledge, skills and attitudes needed to perform

successfully in that role




Benefits of Collaboration/Coordination of Services People and Culture Improved outcomes for children, youth and families

Increased trust/relationships between service

providers/partners and the families receiving services

Holistic view of child, youth or family being served as multiple

perspectives are considered that cross situational boundaries of

the home, school and community

Increased flexibility and openness to new ideas as expertise

from different disciplines is incorporated into planning and

implementation

Better appreciation/understanding of mandates,

decision-making criteria/processes and limitations of partner

organizations

Change to culture and practice to incorporate values and beliefs

that are needed for successful collaboration

Decreased frustration for families trying to navigate through

multiple systems and receiving conflicting advice/perspectives

Structures, Administration and Governance More efficient use of resources and expanded access to resources within

participating partner organizations

Reduction of gaps and duplication of services

Broader knowledge and understanding of ripple effects of decision making that

enhance policy, practice and administrative decision making

Team approach that can reduce crisis or need to employ significant intensive

downstream costs when the right services are not accessible prior to crisis

Increased access to expertise of multiple specialists resulting in innovative solutions

to challenges that need to be addressed

Greater sharing of resources, fiscal and human, to meet identified needs

Increased ability to navigate between systems to access services and supports

Enhanced ability to create policy, set direction and allocate resources to the right

services, supports, programs or initiatives based on collective data garnered from

partners, in addition to that available within a single organization

Expanded network/knowledge at governance and senior administrative levels in

addition to front line staff as partners work together to meet needs and solve

problems that extend beyond the capacity of a single organization to provide

Cautions to Collaboration Over time, the interests of a partner in participating in the collaboration may change, and the partnership may be weakened as commitment to shared

goals and access to promised resources diminishes.

One or more of the partners may underestimate the costs and human resources needed to successfully implement the collaboration. As a result, the costs

of partnership may outweigh the benefits.

Partners may take on too many collaborations or initiatives to successfully implement and this negatively impacts outcomes and relationships with

partners and the community.

One partner may find that the principles, values or administrative practices of another partner organization are incompatible making continued

partnership inappropriate.

One partner may not fulfil agreed-upon roles and responsibilities, putting achievement of the agreed-upon outcomes at risk.

There may be a personality clash between key persons in partnering organizations that threatens to derail the collaboration.

One of the partners may feel there is no equality in decision making or status as part of the collaboration and may feel subsumed by larger organizations

involved.

Agreements between partners lack clarity resulting in differing perspectives (related to participation, access, accountabilities and support) that cause

friction between partners.



Collaboration Risk Management Checklist Question Yes/No Action Required to Accomplish

Does the proposed collaboration fit within our organizational mandate and align with our goals

and priorities?

Have you had sufficient dialogue within your organization with senior administrators, other staff,

parents and community members to ensure clear understanding of the need and focus for

collaboration? Is consultation required and, if so, in what form and within what timelines?

Do you have enough information to ensure the proposed collaboration doesn’t violate legislation/policy/mandate?

Do you know enough about the proposed partners to know whether or not your organizations are

compatible in terms of principles, values and vested interest in working together?

Have you considered the messaging you need to provide to your staff,

clients/families/partners/communities to build their support and commitment to the

collaboration?

Have you considered the way staff, families, partners and community members will interpret the

collaboration?

Are you clear about the interests, expectations, commitment, resources and anticipated impacts

of entering into the collaboration?

Are you clear on what your partner’s interests, expectations, commitment, resources and anticipated impact are related to the collaboration?

Are you prepared to put in writing essential partnership elements for the collaboration including:

Purpose (e.g., vision, values, SMART goals, desired outcomes)

Major activities (e.g., tasks, board/staff roles/responsibilities/competencies, timelines,

procedures, data collection, data analysis, ground rules)

Scope (e.g., non-negotiable, limitations, decision-making processes, communication

strategies, conflict resolution procedures, assessment of progress/outcomes/reporting)

Financial or resource contributions of partners (e.g., Are anticipated outcomes worth the

investment required within the collaboration?)

Have you identified who the lead partnership should be for the collaboration? What criteria was

used to make this determination?



Key Questions about Collaboration: Will the collaboration align with our business plan and strategic priorities?

Will the collaboration expand reach or access to services and supports that the vulnerable

children, youth and families need to be successful?

Will the collaboration enhance the knowledge, skills and capacity within partnering

organizations and participating families that help people to learn, understand and contribute to

improved outcomes?

Will the collaboration build trust and commitment to agreed-upon outcomes between

partnering organizations?

Will the collaboration make it easier to access expertise and collect data from multiple

perspectives to improve decision making and leverage resources?

Will the collaboration help to get the right services and supports to vulnerable children, youth

and families faster?

Will the collaboration better support families by reducing their frustration and building stronger

trust with the staff who is supporting the families?

Will the collaboration produce outcomes that merit the investment to participate?

Will the collaboration produce results that cannot achieved alone?

Competencies for Collaborative Governance Forum participants agreed, in principle, that the following characteristics and competencies would be

useful for consideration for governors engaged in collaboration and for senior administrators, most

significantly the chief executive officer. Characteristics

Integrity

Beliefs and values consistent with effective

collaboration with partners

Warmth, integrity and respect for all

engaged in the collaborative process

Strong relational skills and genuine respect

for partners and families engaged in

cross-sector partnerships

Flexibility and openness toward change

Tenacity and follow through

Common sense

Demonstrated ability to take initiative and

innovate, when needed

Persuasiveness and ability to align and

mobilize resources

Strategic and critical thinker

Mindset to see across boundaries to connections

and possibilities Belief in the importance of being inclusive and

interactive in working across systems, connecting

with others/initiatives and involving parents and

key partners

Ability to work collaboratively with partners to

instill hope and commitment toward cross-sector

collaborations

Strong desire to bring about change and make a

difference (be a change agent)

Belief in the importance of shared leadership and

sharing credit for accomplishments with partners



During discussions it was recommended that these competencies be incorporated into the job

descriptions of senior leadership staff and that performance evaluations incorporate them and require

evidence to demonstrate use of these competencies as part of the evaluation process. This was in

recognition of the important relationship between the chief executive officer and the board in

accomplishing organizational goals and priorities.

Competencies Understanding key partner mandates and limitations.

Strong interpersonal and communication skills, including the ability to ask the right questions in

order to identify and anticipate what data/information is needed to provide an accurate picture of

challenges/problems to be solved through cross-sector partnerships.

Ability to create a compelling dialogue and engage colleagues, staff, partners and stakeholders

related to the problem to be solved and the vision/goals of collaborative partnership.

Ability to provide direction to the chief executive officer related to achieving common collaborative

goals, including incorporating progress reporting into current board processes. Ability to build strong relationships and develop critical friends within and between systems to

create unique solutions to challenges that arise as part of planning or implementing collaborative

initiatives.

Leadership skills and ability to think strategically.

Ability to analyze data from multiple sources to identify and communicate patterns and potential

interaction effects.

Ability to problem solve and trouble shoot within and between systems.

Ability to facilitate diverse perspectives and blend into a coherent focus for planning and

intervention. Active championing of collaborative/collective action within and between systems and in the

community.

Consensus building and conflict resolution skills.

Oversight of collaborations that include measurable goals, outcomes and objectives.

Evaluation and performance assessment expertise.

Strong verbal and written communication skills, including the ability to accurately identify system

problems and provide direction to administration that helps solve them.

Demonstrated ability to model competencies of collaboration.



Change Leadership

“We need leadership that acknowledges the complexity and chaos of the world in which we live. We need leadership that is rooted in the

sometimes grim reality of our day-to-day world, yet concurrently is able

to fuel our highest aspirations and embolden us to great change. We

need leadership that is authentically inclusive; recognizes multiple

truths in the world; and taps into our shared wisdom. We need

leadership that is adaptive and flexible and embraces risk taking,

change and failure as opportunities for learning.” (Opening Plenary of the Tamarak CCI 2010 Keynote Summary).

According to Blanchard, Blanchard and Zigarmi1, when talking about collaboration it is important to

differentiate between strategic leadership, focused on the “what's” that create the structures and processes to align and mobilize resources to achieve the vision, and operational leadership, and focused

on the “how's” that include policies, administrative procedures and practices needed to achieve the

vision. They indicate both are essential in effecting transformational change.

Some characteristics they identify as necessary for cultural change are depicted as part of the acronym

SERVE below:

S Seeing a preferred future Leaders are able to inspire, align and mobilize others to create a pathway from where they

are to where they need to go

E Engaging and committed to developing others Leaders are committed to supporting others in living the vision

R Reinventing continuously

V Valuing results and relationships Leaders understand that putting effort into ensuring there is a safe and motivating

environment for staff, partners, families and communities as part of the collaborative

process matters

E Embodying the values Leaders understand trust is earned and their actions, words and decisions all impact their

ability to lead

1 Blanchard, K., Blanchard, M. and Zigarmi, P. (2009). "Chapter 15: Determining Your Leadership Point of View." In Ken

Blanchard, Leading at a Higher Level: Blanchard on Leadership and Creating High Performing Organizations (Upper Saddle

River, NJ: FT Press, 2010), pp. 289–307.



Strengthening Cross-sector Collaboration When asked to identify the role of governors in creating the conditions within their organizations to

foster commitment and mobilize action geared toward strengthening cross-sector collaboration,

participants identified the following nine key tasks.

1. Developing relationships that promote and advance collaboration.

2. Creating a compelling vision and strategic priorities through communication, consultation and

engaging others.

3. Building commitment for collaboration through individual and collective action and leading by

example.

4. Providing direction and monitoring progress on collaborative goals/outcomes to the chief executive

officers/superintendent to ensure that all are on the same page as the board.

5. Advocating to the province/ministers regarding the complex needs in our communities, region and

elsewhere in the province. The Province needs to see collaboration as a priority and set

policy/resources/foundation in place to support it.

6. Adopt policy that identifies collaboration and coordination of services and supports as a shared

responsibility. See the following Linkages proposed policy statement:

The board/council/authority recognizes that some vulnerable children, youth and families require services from several sectors, community agencies or partners in order to participate fully and achieve their potential as knowledgeable, skilled, caring and contributing citizens. To this effect, the board/council/authority believes they share a responsibility with partners in the community to assist school-aged children and youth in successfully completing high school and making healthy and responsible choices in life. Therefore, the board/council/authority is committed to strengthening partnerships and practices that improve the coordination of services and outcomes for school-aged children and youth within Region 6/the Edmonton Zone.

7. Empowering staff to engage in collaboration and to take good considered risks that will inform

practice and have reasonable chances to improve outcomes achieved.

8. Allocating resources for collaboration.

9. Sharing information, credit and promising practices within the organization, and with parents,

partners and the community.

Creating a Collaborative Culture Trust is the building block upon which effective partnerships are based. Successful partnerships require

time to establish and mature and to gain clarity related to expectations, limitations, commitment to

common goals, measurement strategies for these goals, and resources sufficient to support the

partnership or initiative.



Demarest, Edmonds and Glaser2 define culture as “the context in which all practices exist. It is the

organization’s personality; it’s how things are done around here.” It includes values, beliefs, behaviours

and practices of the organization’s members. Cultural change is easy to talk about, difficult to achieve

and even more difficult to sustain. When it happens, it can have considerable impact on the

organization as a whole and on results achieved in specified areas.

Five critical success factors for cultural change are identified in the literature (Demarest, Edmonds, Glaser3):

1. Senior leadership must demonstrate commitment to the long-term process of cultural change

through embracing and championing the values and vision, as defined and communicated.

2. Values must be defined in behavioural terms (behavioural, tangible and measurable).

3. Accountability for delivering promised outcomes and demonstrating values through behaviour are

critical, as is reinforcement for meeting these expectations (incentives and disincentives).

4. All staff are involved in and buy into the cultural change during all phases of the process.

5. Change initiatives must be realistic and manageable in scope.

When participants were asked to identify what actions governors can or should take to engage staff and

stakeholders when cultural change is needed to improve cross-sector collaboration, they spoke about

the need to access professionals to assist in planning and implementing change, the importance of

board passion and advocacy for change, the power of showcasing successes and sharing information

broadly, and the requisite to put resources in place to support the desired changes (particularly

facilitation and professional development). Empowerment of staff, creating safety to take considered

risks, modelling the importance of learning from mistakes and good tries, as well as successes, and

ensuring frequent two-way communication were seen as essential to this process.

Questions to Gauge the Effectiveness of Collaborating Partner Meetings Did everyone at the meeting have the opportunity to contribute to discussions?

Were the perspectives and input from all committee members considered?

Did discussion focus on the agenda topics?

Did the committee agree with the outcomes or actions identified as part of the meeting?

Did all partner representatives follow through with their assigned tasks from the previous meeting?

Were the strengths of each organization identified and used to achieve the shared goals/outcomes

of the collaboration?

Were student/client/family/community needs and priorities incorporated as part of planning and

implementation?

2 Demarest, G., Edmonds, C. and Glaser, B. "Chapter 13: Managing a Successful Culture Transformation." In Ken Blanchard,

Leading at a Higher Level: Blanchard on Leadership and Creating High Performing Organizations (Upper Saddle River, NJ: FT

Press, 2010), pp. 241–257. 3 Demarest, G., Edmonds, C. and Glaser, B. "Chapter 13: Managing a Successful Culture Transformation." In Ken Blanchard,

Leading at a Higher Level: Blanchard on Leadership and Creating High Performing Organizations (Upper Saddle River, NJ: FT

Press, 2010), pp. 241–257.



Did the chair remain neutral during the discussion?

Did the meeting help the committee to get closer to achieving the committee's goals?

Was data used as the basis for decision making and planning?

Is it clear to all committee members as to who will do what by when and how?

Was the meeting a good use of time for all members?

Did committee members feel their views were heard and valued by the committee?

Did committee members feel confident about raising sensitive issues or topics at the meeting?

Were the right people/organizations at the meeting?

Articulating Accountabilities Identifying accountabilities to gauge the effectiveness of collaborative partnerships is more complex

than assessing outcomes arising from programs within a single organization. Governors are responsible

for setting direction, through articulating the organization’s vision, mission, strategic priorities, policy and resource allocations. Related to collective governance, they are also responsible for working

collaboratively with other community partners and authorities to ensure collective action moves

forward to improve coordinated services.

Accountabilities for Collaborative Partnerships Completion of Team Charter or Committee Terms of Reference Purpose, mission, vision, values

Goals and outcomes

Identification of members

Major activities

Expectations of members (roles and

responsibilities)

Ground rules

Limitations, scope, non-negotiables

Decision-making processes, conflict

resolution processes

Method of assessment of team/committee

functioning

Other factors to consider: accountability is not about finding out where

you have gone wrong; it is the cornerstone of

improvement, making course corrections and

benefiting from valuable lessons learned budget (clear delineation of

person/organization; reporting/milestones)

make sure there are outcomes not outputs

(must match goals)

need to determine outcomes and

measurement for the outcomes

build costs into the plan to ensure

sustainability

three levels of collaboration needed—governance (through Linkages); collaborating

partners level (administrators from partnering

organizations); case planning teams (front line

staff working directly with children, youth and

families)

ensure time frame and allocation of staff time

is realistic; to best utilize time and funds base

responsibilities on strengths of individual

members



Accountabilities for Collaborative Partnerships (continued) Data Collection Agreement on four to five data points (as a

maximum) to be used to gauge progress

toward agreed-upon common goals

Agreement of the role and responsibility of

member organizations to collect what data

and by when

Agreement that partnering organizations

participating will jointly receive updates at

agreed-upon times

Other factors to consider: need to have administrative time available

balance qualitative and quantitative data

collected that matches goals/outcomes

ensure partners have right skills/supports to

implement data collection

Agreements/Protocols Agreements are written and accepted by

participating organizations to enable effective

sharing of information

Processes are in place to facilitate conflict

resolution between partners when systemic

issues impede the ability of staff to work

collaboratively

Agreements are effective in reducing barriers

to collaboration and enabling effective

collaboration

A lead partner is identified to chair the

team/committee and the role and

responsibility is clearly articulated and agreed

to by member organizations

Other factors to consider: ensure there is clarity and specificity

need to build for succession

planning/sustainability

review agreements and protocols at regularly

scheduled intervals (as agreed to between

partners)

Alignment with Member Organization Values, Principles and Priorities The team/committee charter is aligned with all

member organization values, principles and

priorities for service

Decisions of member boards reflect these

common values and principles

Other factors to consider: recognize that principles and priorities of

organizations may be different, and find a way

to work around this

identify to senior administrators or boards

when issues are related to systemic barriers

need education to get awareness of the value

of the work (collaboration)

need flexibility as models of governance differ



Accountabilities for Collaborative Partnerships (continued) Planning and Reporting Processes for Member Organizations Include analysis of progress of collaborative

partnerships

Include data to substantiate evaluation of

effectiveness of partnership in reaching

common goals

Communication Consultation with staff, clients, families,

community partners, and the community is

planned/ implemented to provide accurate

information, to seek diverse perspectives, to

provide engagement to strengthen the

collaboration and to identify goals of the

partnership

Communication between participating

partners is two-way, constant and includes

different mechanisms to increase the reach of

information and build commitment for

collaboration within and between partnering

organizations

Other factors to consider: need joint training so everyone has common

skills sets

Team/Committee Member Perspectives Team/committee members agree the work on

the team or committee is valuable (individually

and collectively)

Members believe that participation has

increased the quality of collaboration between

partners and can identify how the quality has

improved

Members agree that participation on the

team/committee has enhanced relationships

between team members and participating

organizations

Other factors to consider: need a common belief that all actions must

have a positive impact on the

child/youth/family

need to embed a collaborative focus into

business models and need to highlight and

reinforce it



Recommended Components of a Memorandum of Understanding When it is important to formalize the relationships and agreements between organizations, it may be

useful to create an effective memorandum of understanding (MOU). This process ensures clarity

between the parties involved in the collaboration to ensure the expectations and contributions of

partners involved is well articulated and understood. This agreement may help to stipulate whether you

or your partner has liability, what you and your partner are willing to provide, how the division of tasks

and responsibilities/accountabilities will be differentiated, and how the collaboration will be

monitored/evaluated. Recommended components follow.

Component Descriptor Statement of Overall Intent/Purpose

This brief description of the intent of the collaboration, including the

outcomes desired through the partnership, makes clear the purpose for

which each party is entering into the agreement.

Identification of Parties

This component clearly identifies those who are participating in the

agreement. It should provide specific information related to the types of

organizations engaged in the collaboration.

The Timeframe for the Agreement

This section clearly stipulates the term for the agreement.

Assignment of Responsibilities

This section of the agreement is very important. It describes the roles and

responsibilities played by each organization in accomplishing the purpose or

outcomes specified. It is usually better to begin by listing sole

responsibilities of organizations participating, and then outlining joint

responsibilities.

Disclaimers Many agreements will contain disclaimers so that is it clear what the MOU

will not do.

Financial Agreements When the MOU includes financial resources, it is important to specify who

will contribute what, how much and by when, and how payment will be

made.

Risk Management/ Sharing

This is another important section of the MOU. This is where all parties

clarify what they will be responsible for if something goes wrong. A formal

MOU may include statements of indemnification or how it will deal with any

potential losses/ damages. Ideally these clauses are mutual in that each

party would be responsible for its own negligent acts or omissions. Seeking

legal advice is recommended for this section and other components of an

MOU when insurance or liability may be an issue. Insurance requirements

may be included in this section or in a new section of the MOU.

Signatures In this final section, a representative from each partnering organization with

authority to enter into a binding agreement should sign the MOU. Each

partner should retain a signed copy of this agreement.



Linkages Regional Priority Agreement of Member Boards Principles Underpinning the Strategic Priority Child/youth centred and family focused.

Collaborative, coordinated and accessible.

Flexible, responsive and solution focused.

Function based.

Sustainable.

Evidence based.

Fiscally responsible.

Services/care characterized by:

o unconditional commitment

o individualized support

o strength and needs based

o culturally competent

o community based

o fair and equitable

o nurtured relationship.

Projected Outcomes of Strategic Priority Improved coordination, access and effectiveness of cross-sector supports to school-aged children

and youth.

Reductions to gaps and duplication of services and improved ability to respond to emergent needs.

Improved knowledge and practice by staff within member organizations.

Strengthened relationships and ability to navigate within and between systems or organizations.

Improved satisfaction of children, youth and families accessing cross-sector services.

Governance Actions to Support Implementation of Strategic Priority Request information from administration regarding current/proposed partnerships and the impact

they are having on children, youth and families as part of current planning and reporting processes.

Promote collaboration and coordination of services and supports to school-aged children and youth

through sharing work underway in Region 6/the Edmonton Zone with constituents, stakeholders,

and municipal and provincial politicians.

Advocate for increased funding to staff coordinator positions within partnering organizations (at the

site and system level) needed to successfully implement initiatives such as the Provincial Protocol

Framework to Enhance the Success in School for Children and Youth in Care and wraparound

approaches developed locally to support vulnerable children and youth served by more than one

sector (e.g., education, health, children’s services, municipalities and community agencies).

Advocate that ministries such as Alberta Education, Alberta Children and Youth Services, and Alberta

Health and Wellness review, revise and create policy and administrative regulations to support

coordination of services and remove system-level barriers that currently impede local ability to

partner effectively or that include unnecessary administrative processes.

Place this topic on the agenda of provincial organizations to build awareness and championing of

advocacy for actions that promote increased collaboration and coordination of services for

school-aged children and youth.

leveraging collaboration —building strategic coalitions...

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